Higher Education in Pakistan: An ICT Integration Viewpoint

Zaffar Ahmed Shaikh

2011 International Conference on Information and Computer Applications (ICICA 2011) 18-20 March Dubai

UAE

ICICA 2011

Agenda

• Abstract• Introduction• Review of the literature• Methodology• Findings• Conclusions• References

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AbstractThis study examined the challenges faced by the Pakistani higher

education system in integrating information and communication technology– aimed at understanding ICT needs– measuring the increase in ICT demand – determining the relationship between ICT and HES performance, and – understanding how the HES copes with the challenges of implementing ICT

The results were used as the basis to suggest solutions.

The normative Delphi method was applied to evaluate a sample of 30 HES experts by administering a literature-based 35-item questionnaire.

The findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.

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IntroductionEducation is critical for the development of ICT-driven

knowledge societies and knowledge-based economies.

These societies necessitate a workforce skilled in the use of ICT, as well as government support, transparent and autonomous institutions, progressive attitudes, and a sound ICT infrastructure [1,2,5,10].

This century demands confidence and efficiency in ICT use in all fields to achieve success in education, employment, and everyday life [3,4,6-9].

Pakistan should improve its HES by implementing effective and robust ICT policies.

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Introduction (Cont’d)

This research contributes findings in the areas of – lack of ICT use during lectures– ICT-based problems facing Pakistan’s HEIs both today and in the

near future– ICT –related actions and plans that government should carry out,

and – predictions for the future of Pakistan’s HES if the above-

mentioned actions are taken.

This future-oriented scholarly research adds some rigor to the discussion of ICT policy and planning, administration, and integration at the higher education level, and examines measures that government should consider when designing future ICT policies for Pakistan’s HES.

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Survey of the literatureCurrent literature shows ICT’s important role—both in

everyday aspects of life and in society-wide applications [6,11-13,].

ICT use has made world economies more competitive and interdependent; hence a more diversified and flexible type of HES in which research, teaching, and social engagement remain rich, relevant, and accessible is needed in countries transitioning from post-industrial to knowledge economies [8,14].

Lack of ICT facilities and infrastructure in the workplace is significant barriers to ICT use [3,12-15].

Policy makers and teachers play an important role in ICT integration in HE [1-4,9-12].

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Suitable levels of investment, adequate training, good policy, careful planning, restructuring the teaching process, and a systematic approach are required when integrating ICT into the HES in order to achieve maximum educational benefits [2,15-17].

Although ICT provides a solid foundation for quality education, but, educational goals, needs, and careful economics must drive ICT use in education. [7,15]

HEIs in the developed world have to deal with the problems of interdisciplinary of technologies and departments, global

responsibility, and sustainable development [16-18]

The less developed world faces more serious problems [16-18] such as massive growth in enrollment and institutional development bad governance high expenditures poor and uneven distribution of ICT resources and infrastructure incorrectly viewing ICT as a problem for organizational transformation not making ICT responsive to the organizational vision and mission,

and developing a non-systemic method of implementing ICT 04/10/2023

Survey of the literature

ICICA 2011

In Pakistan HEIs witnessed declining academic excellence, lack of insight, mismanagement, bad governance, ignorance, and decay [2,5,9-12].

Despite the fact that the HE enrolment rate has been constantly rising—from 3.5% in 1990 to 5.2% in 2007—and that enrollments were projected to double to 1.0 million by 2010 and triple to 1.9 million by 2015 [15-18].

But now Government of Pakistan considers ICT lifeline for growth in the twenty-first century, and thus has designed cautious ICT policies in the recent past to promote the use of ICT in higher education [ 18-20].

However, due to a lack of resources, and political issues such as inconsistent policies, there has not been an optimal strategy for improvement in the ICT sector [19,21].

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Survey of the literature

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Methodology Hypotheses postulated for this study were as follows:

H1. There are no significant differences in perceptions among Delphi panelists regarding 13 collective issues related to ICT integration in Pakistan’s HEIs

H2. There are no significant differences in perceptions among Delphi panelists regarding the question: Can ICT shape the future of higher education in Pakistan?

This study uses normative Delphi, which seeks expert opinion from panelists on a prescribed list of questions/issues, and at the same time gives the panelists the freedom to agree/disagree with the issues discussed in the prescribed list and add any further issues.

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Methodology (Cont’d)Delphi Panelists• Since the sample (faculty members, students, parents,

admin staff, and policy makers) of study was almost homogeneous; hence a smaller sample of between 25 and 30 people could yield sufficient results [15].

Instrument • A 35-item questionnaire based on 13 collective issues was

proposed and finalized. It was divided into close-ended and open-ended questions.

Procedure• A pilot study was conducted using nine randomly selected

individuals with equal representation of faculty members, parents, and students. The Delphi questionnaire was administered to each individual for testing and adjusting purposes before finally beginning the Delphi study.

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Analysis

Question 1 (Present use)

Panelist Categories Percentages Consensus

Score

Faculty

Students

Parents

Admin

Policy

Makers

Total Score ResponseParticipati

onMea

nSD

Round off Mean

% USE

Rating

5 0 0 0 0 0 0 0 0.0% 0.0%

4 1 3 3 5 3 15 60 51.7% 50.0%

3 3 1 3 1 2 10 30 34.5% 33.3%

2 2 2 0 0 1 5 10 13.8% 16.7%

1 0 0 0 0 0 0 0 0.0% 0.0%

Total 6 6 6 6 6 30 100 100% 100% 2.93 0.45 350%

Table 1 Showing Round II analysis of Question 1

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Analysis

Planning, Developing & Organizing instruction

YourRatin

g

Panel

Mean

SD %USE 5 4 3 2 1

Lesson planning, reading online books, searching text using ICT tools and applications such as MS Office, Google.

Present 3 .73 50%

Future 5 .35 100%

Comments from Round-1: Presently all the standard books are not available in soft format or online especially for the Basic engineering and science. For new technologies almost most of the resources are available online but not for basic sciences. So how can they fully rely on ICT, as most of their supporting material in teaching is paper-based. Give stress and make them goal / result oriented.

I did not change my response to the Panel MEAN (CONSENSUS) response because ____________________

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Table 2 Showing Question 1 of Round II

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FindingsThis study reveals 50 percent ICT use when compared with near-

future or with developed countries. It is also assumed that educational/research ICTs are supposed to be used extensively in the near future, but unfortunately their current use is 50 percent.

This study concludes that university personnel should use 75 percent ICT in their job-related tasks, should rely 75 percent on ICT and that 75 percent help is being provided by ICT to university personnel in their job-related tasks.

Major causes of the low standard of higher education as suggested in this study are:

– poor or uneven distribution of ICT resources and infrastructure– high ICT expenditures and lack of money– poor or lack of robust ICT policy– incorrectly viewing ICT as a problem for organizational transformation– not making ICT responsive to the organizational vision and mission, and– developing a non-systemic method of implementation of ICT policy. 04/10/2023 13

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Findings

14

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Ra

tin

g

EPP Expertise Language

Round I Round II

Figure 1. Showing panelists’ consensus on ICT integration challenges faced by Pakistani HES

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Findings

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0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Rati

ng

Skills Money Creativity Curriculum Facilities

Round I Round II

Figure 2. Showing panelists’ consensus on reasons for delay in ICT integration

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Findings

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4

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

Ra

tin

g

Guidelines Piloting Scholarships Future

Round I Round II

Figure 3. Showing panelists’ consensus on suggestions for ICT-enhanced higher education

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Findings

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12 3

45

678910

1112

1314

151617

181920

2122

23242526

2728

2930

31 32Round I

Round II

Figure 4. Showing consensus-building process among Delphi panelists

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ConclusionsImportant global issues such as low ICT use in education, the demand for

technology-ready workers, a lack of ICT facilities and infrastructure in workplaces, high ICT expenditures, and other problems specifically related to the Pakistani HES, such as poor distribution of ICT, lack of robust ICT policy, under-funding, teachers’ lack of ICT competencies, etc., are reviewed at length in this study.

Delphi panelists evaluated, discussed, and formulated their recommendations on these issues from the Pakistani perspective.

Suggestions pertaining to ICT-enhanced higher education and increased ICT use as proposed by the Delphi panelists in this study include:

– provision of ongoing staff training in developing ICT skills– generating consistent finances to support ICT use over the long-run– developing a systemic and politically committed implementation method of robust and

target-oriented ICT policy– adequate provision of technological resources– modifications in current higher education ICT curricula – piloting the chosen ICT-based higher education model– careful examination of the current state of HES

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RecommendationsICT policymakers can use the results of this study as a roadmap to

ICT-driven development. Since this study was administered to the real stakeholders—the students, parents, faculty members, admin staff, and policymakers of the Pakistani HES—its results can undoubtedly shape the future of Pakistan’s higher education system.

• A separate committee may be formulated to promote educational / research ICTs in order to overcome deficiencies in the use of education / research ICT tools.

• Since the scope of this study was limited to the Pakistani perspective, countries (either developing or developed) with the same nature of ICT integration problems can map the results per their needs.

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Thank You

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